hw 0 syllabus
Jennifer Han
Math 3c-Lecture 1
Discussion Section D
URL: http://jhanmath3c.blogspot.com
HW 0: I acknowledge that I will be responsible for the content and policies listed in the syllabus for Math 3c for the remainder of the class.
(a) What is your name?
Jennifer Han
(b) What is your discussion section? (You will need this for your homework and the exams.)
Discussion Section D
(c) Even though not a question, give me a random number between 1 and 100.
36
(d) What math classes have you taken at UCLA (given by course number)?
I am a Freshman and have not taken any math classes at UCLA prior to enrolling in Math 3c and Statistics 13A this 2006 Fall Quarter.
(e) What do you like about math, or what is your strength in math?
When I was younger, I used to enjoy math because it felt really rewarding to arrive at the answer. I liked the fact that after tackling a challenging math/word problem and trying to solve it through multiple methods, you could feel a small sense of accomplishment when you discovered your answer was correct. As I take more and more math classes, I am beginning to realize that math is a very broad and complicated subject with many real-life applications and connections, which I think makes the subject much more intriguing.
(f) What do you not like about math, or what is your weakness in math?
I feel that I may be somewhat of a timid student in the beginning which makes me a bit hesitant to ask questions. However, I am hoping that as I become more comfortable in the class, I will be more pro-active in my studying. At times, if I am struggling with a problem and cannot arrive at the correct answer despite multiple attempts and trials, I become intimidated and easily frustrated and begin to doubt if I will ever arrive at the answer. This frustration usually leads me to dislike the problem, the section, etc, but I am hoping that I will learn to be a bit more patient with myself and learn to ask for help when necessary. I have realized that when I am attempting to solve a challenging math problem, my mind seems to make the process much more complicated than it needs to be. I think I become intimidated which makes it more difficult for me to see other possibilities in going about a math problem.
(g) Think of your favorite math teacher: what did (s)he do best? (no names please...)
My favorite math teacher was my geometry teacher during high school, who was very considerate towards his students. I had always enjoyed math before this class, but it was one of the first times that I realized math could be fun due to the multiple projects and hands-on demonstrations in the class. In geometry, we first encountered simple proofs, and as a result of my teacher's help and understanding, I really grew to enjoy solving and writing proofs that year.
(h) Think of your worst math teacher: what did (s)he do worst? (again, no names please...)
My least favorite math teacher spoke in a monotone voice (although I am sure he did not intend to or had no control over his speaking voice) and copied examples and problems from the textbook. Since he showed us the same examples and identical steps as outlined and written in the textbook, many of the students in the class had difficulty figuring out problems that varied from the set examples. I think if he used other examples and references about the same section/topic, the students might have been a bit more engaged or had more resources to learn from. He seemed to recite the information rather than explain the material, which made the class a bit lazy and lose interest in the subject. Everyday, our teacher would ask us if we had any questions about the homework from the night before, and if a student had a question, the teacher would actually solve the entire problem out for the class on the whiteboard. In the end, many of the students took advantage of the teacher and would resort to not completing any of the home work and then coming into class and asking for all the problems that were assigned while copying down the answers word for word at the beginning of the period. Then the students would turn in the assignments that the teacher completed for them while receiving full/partial credit.
(i) What is a semi-late assignment?
A semi-late assignment is a homework assignment that is turned in on the specified due date between 8:10-8:50AM on the day of the lecture. All homework needs to be turned in at the beginning of class approximately between 8:00AM (or earlier) and 8:10AM to be considered on time. The semi-late homework assignment will not be graded for correctness but can still receive a maximum of 10 points out of the 20 points for homework if all the problems are complete (half-credit). However, if a homework assignment is turned in after 8:50AM or after class, it will not be collected and zero points will be given.
(j) When is an assignment complete, and how many points do you lose if the assignment
is not complete?
An assignment is complete if all the assigned problems are finished and worked out in detail. For ever missing problem on a homework assignment, a point will be deducted from the maximum 10 points you can receive for completeness. Another 10 points will be rewarded if the 5 problems (randomly chosen and looked at by the grader) are solved correct.
(k) What is the five minutes rule about?
The 5 minutes rule states that if Prof. Brose is found anywhere at anytime on campus, she will probably have at least 5 minutes to talk to and answer questions for you.
(l) What happens to the final exams after they are graded?
After final exams are graded, they are kept for one quarter, filed for another quarter, and then recycled.
Math 3c-Lecture 1
Discussion Section D
URL: http://jhanmath3c.blogspot.com
HW 0: I acknowledge that I will be responsible for the content and policies listed in the syllabus for Math 3c for the remainder of the class.
(a) What is your name?
Jennifer Han
(b) What is your discussion section? (You will need this for your homework and the exams.)
Discussion Section D
(c) Even though not a question, give me a random number between 1 and 100.
36
(d) What math classes have you taken at UCLA (given by course number)?
I am a Freshman and have not taken any math classes at UCLA prior to enrolling in Math 3c and Statistics 13A this 2006 Fall Quarter.
(e) What do you like about math, or what is your strength in math?
When I was younger, I used to enjoy math because it felt really rewarding to arrive at the answer. I liked the fact that after tackling a challenging math/word problem and trying to solve it through multiple methods, you could feel a small sense of accomplishment when you discovered your answer was correct. As I take more and more math classes, I am beginning to realize that math is a very broad and complicated subject with many real-life applications and connections, which I think makes the subject much more intriguing.
(f) What do you not like about math, or what is your weakness in math?
I feel that I may be somewhat of a timid student in the beginning which makes me a bit hesitant to ask questions. However, I am hoping that as I become more comfortable in the class, I will be more pro-active in my studying. At times, if I am struggling with a problem and cannot arrive at the correct answer despite multiple attempts and trials, I become intimidated and easily frustrated and begin to doubt if I will ever arrive at the answer. This frustration usually leads me to dislike the problem, the section, etc, but I am hoping that I will learn to be a bit more patient with myself and learn to ask for help when necessary. I have realized that when I am attempting to solve a challenging math problem, my mind seems to make the process much more complicated than it needs to be. I think I become intimidated which makes it more difficult for me to see other possibilities in going about a math problem.
(g) Think of your favorite math teacher: what did (s)he do best? (no names please...)
My favorite math teacher was my geometry teacher during high school, who was very considerate towards his students. I had always enjoyed math before this class, but it was one of the first times that I realized math could be fun due to the multiple projects and hands-on demonstrations in the class. In geometry, we first encountered simple proofs, and as a result of my teacher's help and understanding, I really grew to enjoy solving and writing proofs that year.
(h) Think of your worst math teacher: what did (s)he do worst? (again, no names please...)
My least favorite math teacher spoke in a monotone voice (although I am sure he did not intend to or had no control over his speaking voice) and copied examples and problems from the textbook. Since he showed us the same examples and identical steps as outlined and written in the textbook, many of the students in the class had difficulty figuring out problems that varied from the set examples. I think if he used other examples and references about the same section/topic, the students might have been a bit more engaged or had more resources to learn from. He seemed to recite the information rather than explain the material, which made the class a bit lazy and lose interest in the subject. Everyday, our teacher would ask us if we had any questions about the homework from the night before, and if a student had a question, the teacher would actually solve the entire problem out for the class on the whiteboard. In the end, many of the students took advantage of the teacher and would resort to not completing any of the home work and then coming into class and asking for all the problems that were assigned while copying down the answers word for word at the beginning of the period. Then the students would turn in the assignments that the teacher completed for them while receiving full/partial credit.
(i) What is a semi-late assignment?
A semi-late assignment is a homework assignment that is turned in on the specified due date between 8:10-8:50AM on the day of the lecture. All homework needs to be turned in at the beginning of class approximately between 8:00AM (or earlier) and 8:10AM to be considered on time. The semi-late homework assignment will not be graded for correctness but can still receive a maximum of 10 points out of the 20 points for homework if all the problems are complete (half-credit). However, if a homework assignment is turned in after 8:50AM or after class, it will not be collected and zero points will be given.
(j) When is an assignment complete, and how many points do you lose if the assignment
is not complete?
An assignment is complete if all the assigned problems are finished and worked out in detail. For ever missing problem on a homework assignment, a point will be deducted from the maximum 10 points you can receive for completeness. Another 10 points will be rewarded if the 5 problems (randomly chosen and looked at by the grader) are solved correct.
(k) What is the five minutes rule about?
The 5 minutes rule states that if Prof. Brose is found anywhere at anytime on campus, she will probably have at least 5 minutes to talk to and answer questions for you.
(l) What happens to the final exams after they are graded?
After final exams are graded, they are kept for one quarter, filed for another quarter, and then recycled.
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